Secure and defensive high self-esteem

Long-standing theories have suggested high self-esteem (SE) can assume qualitatively different forms that are related to defensiveness. The authors explored whether some high-SE individuals are particularly defensive because they harbor negative self-feelings at less conscious levels, indicated by low implicit SE. In Study 1, participants high in explicit SE but low in implicit SE showed the highest levels of narcissism--an indicator of defensiveness. In Studies 2 and 3, the correspondence between implicit and explicit SE predicted defensive behavior (in-group bias in Study 2 and dissonance reduction in Study 3), such that for high explicit-SE participants, those with relatively low implicit SE behaved more defensively. These results are consistent with the idea that high SE can be relatively secure or defensive.     

Revisiting Chinese‐speaking children's understanding of argument structure

A causative verb is likely to appear in a sentence with two noun arguments, whereas a noncausative verb tends to appear in a sentence with a single argument. The present research investigates from what point children learning Chinese begin to show this knowledge of argument structure. Two‐, 3‐, 4‐, and 5‐year‐old children were tested using a forced‐choice pointing task. The results showed that Chinese‐speaking children aged 2 years could associate a transitive construction with a causative event, whereas they were not able to map an intransitive construction to a noncausative event even after reaching 5 years of age. The reason why Chinese children have such difficulty in learning knowledge of intransitive construction is discussed, focusing on (a) the semantic properties of certain intransitive verbs, which have been found not only in Chinese but also in other languages, and (b) the ellipsis of arguments, which is characteristic of Chinese.     

Investigation of the process underpinning vowel‐size correspondence

Vowel‐size correspondence is frequently reported in the literature: Namely, the vowels a and i tend to elicit bigger and smaller images, respectively. Previous studies have speculated that two factors may contribute to this vowel‐size correspondence: the acoustical features of vowels and the speaker's kinesthetic experience of producing them. However, these two factors have been investigated without being considered separately in previous research. In this study, we investigated the process underpinning vowel‐size correspondence by using speeded classification tasks and manipulating the two factors mentioned above separately in two experiments. The results of Experiment 1 indicate that a and i elicited bigger and smaller images even in the absence of kinesthetic experience. The results of Experiment 2 indicate that the proprioception of the size of the oral cavity on its own may not contribute to vowel‐size correspondence. Thus, the acoustic features of vowels mainly contribute to vowel‐size correspondence, although other possibilities are also discussed.     

On the cultural guises of cognitive dissonance: the case of easterners and westerners

Cognitive dissonance and effects of self-affirmation on dissonance arousal were examined cross-culturally. In Studies 1 and 2, European Canadians justified their choices more when they made them for themselves, whereas Asian Canadians (Study 1) or Japanese (Study 2) justified their choices more when they made them for a friend. In Study 3, an interdependent self-affirmation reduced dissonance for Asian Canadians but not for European Canadians. In Study 4, when Asian Canadians made choices for a friend, an independent self-affirmation reduced dissonance for bicultural Asian Canadians but not for monocultural Asian Canadians. These studies demonstrate that both Easterners and Westerners can experience dissonance, but culture shapes the situations in which dissonance is aroused and reduced. Implications of these cultural differences for theories of cognitive dissonance and self-affirmation are discussed.     

Categorization and understanding of facial expressions in 4‐month‐old infants

This study examined whether 4‐month‐olds (N = 40) could perceptually categorize happy and angry faces, and show appropriate behavior in response to these faces. During the habituation phase, infants were shown the same type of facial expressions (happy or angry) posed by three models, and their behavior in response to those faces was observed. During the test phase immediately after the habituation phase, infants saw a novel emotional expression and a familiar expression posed by a new model, and their looking times were measured. The results indicated that, although 4‐month‐olds could perceptually categorize happy and angry faces accurately, they responded positively to both expression types. These findings suggest that, although infants can perceptually categorize facial expressions at 4 months of age, they require further time to learn the affective meanings of the facial expressions.     

Chinese‐Speaking Adults' Understanding of Argument Structure

Syntactic constructions roughly correspond to sentence meanings. Jiang and Haryu (2014) found that Chinese children can associate subject‐verb‐object (SVO) constructions with causative events at age 2, but do not always map subject‐verb (SV) constructions to noncausative events, even after reaching 5 years of age. The latter results may be attributed to the fact that Chinese allows argument‐dropping. That is, an SV sentence in Chinese sometimes includes an intransitive verb, but other times includes a transitive verb with the object dropped. This paper investigated Chinese adults' knowledge of syntax‐semantics correspondence. Experiment 1 found that Chinese adults did not always map SV sentences to noncausative events, while they almost always mapped SVO sentences to causative events. Experiment 2 found that they preferred to use SV and SVO constructions to describe noncausative and causative events, respectively. Chinese adults understand that causative and noncausative events should typically be described using transitive and intransitive constructions, respectively. However, when inferring to which event (causative or noncausative) the given sentence should be mapped, their performance seems to be regulated by actual SV sentence usage in Chinese.     

Effects of anticipation certainty on preparatory brain activity and anticipatory postural adjustments associated with voluntary unilateral arm movement while standing

We examined the effects of anticipation certainty concerning which voluntary movement is required in response to a stimulus while standing on preparatory brain activity and anticipatory postural adjustments (APAs). Ten right-handed adults abducted their left or right arm rapidly in response to a visual imperative stimulus, based on the type of stimulus. A warning cue, which did or did not contain information about the side of arm abduction, was presented 2000ms before the imperative stimulus. Preparatory brain activity before arm abduction was quantified by the mean amplitude of the contingent negative variation 100ms before the imperative stimulus (late CNV amplitude). Compared with the low anticipation condition, in the high anticipation condition the following results were obtained only in the case of right arm abduction: (1) larger late CNV amplitude, (2) earlier postural muscle activities with respect to the focal muscle of arm abduction, and (3) smaller peak displacement of center of pressure during the abduction. These findings suggest that high anticipation of voluntary movement of dominant arm to a stimulus while standing influences preparatory brain activity before the movement, resulting in earlier APAs and thus smaller disturbance of postural equilibrium during the movement.     

Cultural Variations in Motivation for Cognitive Consistency: Influences of Self‐Systems on Cognitive Dissonance

Are people always motivated to strive for cognitive consistency? Does culture influence a person’s motivation to maintain cognitive consistency between attitudes and actions or between preferences and choices? When and how do people in different cultures experience cognitive dissonance, engage in justification of their behavior, and use self‐affirmation? When and how are people with different models of agency motivated to maintain a preference‐choice consistency? In this paper, culturally variable self‐schemata and models of agency, independent self and agency dominant in North American culture and interdependent self and agency prevalent in Asian culture, are considered as the source of cultural variations in cognitive consistency. These culturally divergent self‐systems create variance in situations in which North Americans and Asians are motivated to maintain cognitive consistency. In this paper, related cross‐cultural research is reviewed. Some future research agenda are also discussed.     

Neural correlates for learning to read Roman numerals

This study examined the neuronal correlates of reading Roman numerals and the changes that occur with extensive practice. Subjects were scanned by functional Magnetic Resonance Imaging (fMRI) three times the first day of the experiment and once following two to three months of practice. This allowed comparison of brain activations with varying levels of practice on the same day and across the two to three months of training. The results revealed that upon learning that the alphabetical symbols had numeric meaning subjects immediately activated a network of brain areas, many of which have been previously implicated in numerical processing. Subsequent practice led to a change in the pattern of neuronal activity in only a single region of the mid-dorsolateral prefrontal cortex in the left hemisphere. Implications of these findings are argued with regard to the prevalent neuronal model for the implementation of elementary numerical abilities.     

A developmental shift from similar to language-specific strategies in verb acquisition: A comparison of English,Spanish, and Japanese

The world’s languages draw on a common set of event components for their verb systems. Yet, these components are differentially distributed across languages. At what age do children begin to use language-specific patterns to narrow possible verb meanings? English-, Japanese-, and Spanish-speaking adults, toddlers, and preschoolers were shown videos of an animated star performing a novel manner along a novel path paired with a language-appropriate nonsense verb. They were then asked to extend that verb to either the same manner or the same path as in training. Across languages, toddlers (2- and 2.5-year-olds) revealed a significant preference for interpreting the verb as a path verb. In preschool (3- and 5-year-olds) and adulthood, the participants displayed language-specific patterns of verb construal. These findings illuminate the way in which verb construal comes to reflect the properties of the input language.